Contiguity Principle
According to Clark and Mayer (2011), the Contiguity Principle means that words, audio and graphics should be placed next to each other, on the same page, in order for the reader to have the best learning experience possible. Cognitively, placing text, audio and graphics on separate pages creates confusion by breaking the reader’s focus on the learning material since the reader is forced to toggle back and forth between pieces of information. Also, if the graphics are placed in the main portion of the screen and the text is at the bottom of the screen, then the reader is obligated to look around the page and read through all of the text in an attempt to make sense of the graphics; at this point, the graphics are senseless and, even worse, have created confusion. The reader must be able to make an immediate connection between the graphics and the text the graphics belong to. In addition, the audio must be timely and interactive with the given text so the reader can relate the two directly. Animation and text should not be demonstrated at the same time since this will create too much activity at one time and cause the reader to break focus: split attention effect. Also, the text should remain together as it relates to itself; for example, question and answer formats should not be separated as this forces the reader to toggle back and forth between the question and corresponding answer if they are not placed on the same page. Text and graphics should not be separated on scrolling screens; as the screen rolls the text is no longer visible and the graphics remain alone, thus causing the reader confusion. The Contiguity Theory, in general, lends itself to the idea that items in a relationship should be placed next to each other and never separated by anything for the maximum benefit of comprehension. Anything less causes “extraneous processing”, which is using one’s cognitive abilities to figure out how to understand understanding the material: unrelated learning.
Multimedia Principle
According to Clark and Mayer (2011), the Multimedia Principle enhances cognitive abilities through the combination of text and graphics. A multimedia presentation is defined by more than plain text: it is the strategic use of applying the appropriate graphic type (static or dynamic) under the correct circumstances. For example, static graphics are pictures and photos (stationary) and dynamic graphics are animation or video (movement). Studies have shown that learning is more effective when text, graphics and audio are used in conjunction to explain something, express a value, show a relationship, or reveal an order of operation. Videos can be used for additional information or as transition slides to new information, which helps the learner separate content matter. Animation can be used to show a progression or flow of information or reveal how something works. Pictures and photos are useful for clarification and to embellish the look of the presentation. Multimedia makes the learning more tangible because more of the senses are being stimulated during the learning process.
Graphic types are:
Decorative: visual effect that does not enhance the learning experience
Representational: visual effect that shows what the text is about
Relational: visual effect that expresses (quantifies) a relationship between different items
Organizational: visual effect that outlines or labels the relationship between different items
Transformational: visual effect that reveals a progression from start to finish
Interpretive: visual effect that clarifies activities that may not be obvious or easy to interpret
Correct use for each graphic type:
Facts: information that is unique or specific needs the use of Representational or Organizational graphics.
Concepts: ideas or events of a single name need the use of Representational, Organizational or Interpretive graphics.
Process: a description of something needs the use of Transformational, Interpretive, or Relational graphics.
Procedure: related activities, or step by step instructions to achieve a desired outcome, needs the Transformational graphic.
Principle: a basic assumption or ethical standard of how something works needs the use of Transformational or Interpretive graphics.
Clark, R. C., & Mayer, R. E. (2011). E-Learning and the science of instruction: Proven guidelines for consumer and designer of multimedia learning (3rd ed.) San Francisco, CA: Pfeiffer.
Multimedia Principle
Contiguity Principle
Definition:
Definition:
The strategic use of applying the appropriate
graphic type to the text to meet the purpose of
the presentation
The strategic placement of words and corresponding
graphics together for instructional purposes.
Appropriate Uses:
Appropriate Uses:
1. Use Pictures or graphics with words,
rather than words alone to improve learning.
1. Present on-screen text near the animation rather than
far from the animation to reinforce the learning and
instruction.
2. Verbal and visual cues used together increase
opportunity to store information in the long term
memory.
2. Audio must be timely and interactive with the text.
3. Fact and concept content should be realistic
illustrations.
References Clark, R. C., & Mayer, R. E. (2011). E-Learning and the science of instruction: Proven guidelines for consumer and designer of multimedia learning (3rd ed.). San Francisco, CA: Pfeiffer. KhanAcademy.org (2011, August 3) Basic Probability. [Video File]. Retrieved from http://www.youtube.com/watch?v=uzkc-qNVoOk&feature=youtu.be Magicirwin1. (2011, March 17). Multimedia Principle [Video File] Retrieved from www.youtube.com/user/magicirwin1
According to Clark and Mayer (2011), the Contiguity Principle means that words, audio and graphics should be placed next to each other, on the same page, in order for the reader to have the best learning experience possible. Cognitively, placing text, audio and graphics on separate pages creates confusion by breaking the reader’s focus on the learning material since the reader is forced to toggle back and forth between pieces of information. Also, if the graphics are placed in the main portion of the screen and the text is at the bottom of the screen, then the reader is obligated to look around the page and read through all of the text in an attempt to make sense of the graphics; at this point, the graphics are senseless and, even worse, have created confusion. The reader must be able to make an immediate connection between the graphics and the text the graphics belong to. In addition, the audio must be timely and interactive with the given text so the reader can relate the two directly. Animation and text should not be demonstrated at the same time since this will create too much activity at one time and cause the reader to break focus: split attention effect. Also, the text should remain together as it relates to itself; for example, question and answer formats should not be separated as this forces the reader to toggle back and forth between the question and corresponding answer if they are not placed on the same page. Text and graphics should not be separated on scrolling screens; as the screen rolls the text is no longer visible and the graphics remain alone, thus causing the reader confusion. The Contiguity Theory, in general, lends itself to the idea that items in a relationship should be placed next to each other and never separated by anything for the maximum benefit of comprehension. Anything less causes “extraneous processing”, which is using one’s cognitive abilities to figure out how to understand understanding the material: unrelated learning.
Multimedia Principle
According to Clark and Mayer (2011), the Multimedia Principle enhances cognitive abilities through the combination of text and graphics. A multimedia presentation is defined by more than plain text: it is the strategic use of applying the appropriate graphic type (static or dynamic) under the correct circumstances. For example, static graphics are pictures and photos (stationary) and dynamic graphics are animation or video (movement). Studies have shown that learning is more effective when text, graphics and audio are used in conjunction to explain something, express a value, show a relationship, or reveal an order of operation. Videos can be used for additional information or as transition slides to new information, which helps the learner separate content matter. Animation can be used to show a progression or flow of information or reveal how something works. Pictures and photos are useful for clarification and to embellish the look of the presentation. Multimedia makes the learning more tangible because more of the senses are being stimulated during the learning process.
Graphic types are:
- Decorative: visual effect that does not enhance the learning experience
- Representational: visual effect that shows what the text is about
- Relational: visual effect that expresses (quantifies) a relationship between different items
- Organizational: visual effect that outlines or labels the relationship between different items
- Transformational: visual effect that reveals a progression from start to finish
- Interpretive: visual effect that clarifies activities that may not be obvious or easy to interpret
Correct use for each graphic type:Clark, R. C., & Mayer, R. E. (2011). E-Learning and the science of instruction: Proven guidelines for consumer and designer of multimedia learning (3rd ed.) San Francisco, CA: Pfeiffer.
graphic type to the text to meet the purpose of
the presentation
graphics together for instructional purposes.
rather than words alone to improve learning.
far from the animation to reinforce the learning and
instruction.
opportunity to store information in the long term
memory.
illustrations.
Clark, R. C., & Mayer, R. E. (2011). E-Learning and the science of instruction: Proven guidelines for consumer and designer of multimedia learning (3rd ed.). San Francisco, CA: Pfeiffer.
KhanAcademy.org (2011, August 3) Basic Probability. [Video File]. Retrieved from http://www.youtube.com/watch?v=uzkc-qNVoOk&feature=youtu.be
Magicirwin1. (2011, March 17). Multimedia Principle [Video File] Retrieved from www.youtube.com/user/magicirwin1